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EDUCATIONAL COUNCIL 



Iowa State Teachers' Association 



Report of Committee 



on 



School Credit for Bible Study, Religious 
Instruction and Moral Training. 



Des Moines, Iowa, November 2, 1916 



Welch Press, Des Moines 






D. of D. 

nov a \ m 



School Credit for Bible Study 
Religious Instruction and Moral Training 



After careful deliberation your Committee decided to con- 
fine its investigation and base its report upon the major topic 
of the assignment, viz., "School Credit for Bible Study." Sev- 
eral considerations lead to this conclusion. First, religious in- 
struction and moral training are so closely allied to bible study 
that they may be considered as generic thereto. Second moral 
training in the public schools has already been discussed by sec- 
tional, state and national associations. Third, the field of relig- 
ious education is being studied by the Religious Education As- 
sociation, and its reports are accessible. Fourth, the immediate 
interest in our State centers in Bible Study, its promotion, its 
standardization, and its place with other cultural studies as 
affecting accreditization. 

RELIGIOUS INSTRUCTION 

Your Committee, however, before taking up the main topic 
of its report wishes to declare itself as favoring the instruction 
of children by competent teachers under the direction of relig- 
ious bodies. A free State means a free church and a free school. 
The home, the church, and the school are the three institutions 
whose function in a democracy is the making of worthy Amer- 
ican citizens out of boys and girls. While church and state are 
not organically connected they are functionally related. The 
home should give the child a good physical inheritance and 
should train him in the primary habits of good conduct, industry 
and respect for authority. The church should culture insight 
into the significance of duty, reverence, worship, sin and sal- 
vation so that godliness may be his aim and worthiness his 
practice. 

His religious belief rests with the home and the church. 
The function of the school is to train physically, mentally and 
morally all the powers of the growing child which make for 
good citizenship. It is by the work of this trinity of institutions 
that unity of purpose may be realized, and a larger place for 
education in religion and for religion in education be realized. 
It takes the correlated efforts of home breeding, school drilling 
and church training to make a good man out of the boy, and 



whenever any of these factors fail to do its part the product is 
deficient. 

The church schools which deal with pupils of elementary 
school age are being improved by the nation wide interest in a 
wiser selection of courses, the proper grading of the classes, 
the better equipping of class rooms and the demand for better 
teachers. The church should parallel the pupil's secular career 
with that religious instruction which meets the demand of mod- 
ern pedagogy in matters of content, presentation, organization 
and equipment. 

MORAL TRAINING 

The American people believe that character-building is the 
great function of the public school. They recognize that the 
quality of citizenship determines the worth of the government. 
Under our system, whatever is best for each individual is best 
for the government. It is thus that individual worth becomes 
the single standard for measuring the merits of qualifying insti- 
tutions. There are those who believe that the public school is 
deficient in training for morality. They hold that there should 
be a larger place for the study of elemental*}- ethics, that good 
moral and refined manners should be cultured directly rather 
than be treated incidentally and accidentally. That along with 
physical hygiene should come moral and social hygiene, that 
ethical training and aesthetical appreciation are elements of "the 
good" in the inventor}- of the ideal citizen. 

Morality depends upon two things : First, the ability- to 
foresee and to weigh consequences, and second, the desire and 
power to exercise self control. This means the development of 
the moral judgment and the training of the will. Your Com- 
mittee is of the opinion that there is a place in the school for 
the study of conduct. That the signification of patriotism, the 
duty of man to man, the relation of the individual to society 
and of society to the individual, the significance of law and 
authority- in a republic and all that belongs to good behavior in 
American community life, that these should be taught in our 
public schools. Our tendency at present is to increase the num- 
ber of subjects to be taught rather than to enrich and to stress 
the essential elements of the subjects already assigned. 

A principle of education now obtains which gives credit 
for even-thing of a worthy nature which has been well done. 
If a teacher gives credit for doing chores at home, why not do 
so for "doing- a good turn" to someone. If credit be sriven for 
worthy endeavor, then going to church and to Sabbath School, 
singing- i n the chorus, participation in the Easter exercises, and 
the public reading- on Thanksgiving Day should receive consid- 
eration. Everything which affects developing life wholesomely 



should be regarded. In such a system of credits the work of 
the church school is entitled to recognition in evaluating the 
merits of the child. Bible stories, narratives, psalms, orations, 
and essays wherever acquired are among the worthiest fur- 
nishings of the mind. 

BIBLE STUDY 

The Bible is the world's greatest book. A knowledge of 
its contents is a necessary part of common culture. Literature 
cannot be interpreted without it. Its history is one of the richest 
legacies of the race and its literature the loftiest in conception 
and the richest in variety. It conveys the worthiest ideals of 
all time and its spirit is the basis of social, moral and spiritual 
welfare. These convictions have wrought themselves into sev- 
eral specific forms of bible study promotion. 

AGENCIES 

Church Schools — Bible instruction in the church schools is 
being put upon a graded system, teachers are being selected and 
trained with reference to their personality, aptitudes and knowl- 
edge, so that the parochial schools and Sunday Schools are doing 
better work in religious instruction that ever before. The or- 
ganized adult and senior Bible classes are pursuing systematic 
study with enthusiasm. In many churches classes convene in 
mid-week courses for a fuller and deeper study of selected 
portions. 

It is to be regretted that a larger number of students are 
not attracted to Bible courses in the non-tax colleges. In 
many of these institutions such courses are compulsory and seem 
to lack the class interest which holds students to other courses. 
The church college has the privilege of making religious edu- 
cation attractive and of training its students for forms of ser- 
vice in the church school, so that upon his return to the home 
community he may be a promoter of moral and religious study 
and training. 

Secular Schools — Many state institutions are now offer- 
ing elective courses in religious education. As early as 1908 
our own State University of Iowa worked out a plan with the 
local pastors of the several churches whereby they taught 
courses in Christian Ethics, the Literature and the History of 
the Bible and other correlated courses. Through this coopera- 
tive plan a large number of students were given credit for these 
studies which were placed upon the same basis as other college 
courses. Many normal schools allow credit for similar courses 
as students may group themselves together for such study un- 
der the direction of approved instructors. 



In some high schools there are classes which meet regu- 
larly for Bible Study under the direction of one of the high 
school teachers or some instructor equally well qualified to give 
instruction. By this plan it is now possible in the Des Moines 
schools for a student to earn a unit of credit in Bible Study. 

Municipal Schools — Through the free association of 
churches there have been established about two hundred fifty 
municipal schools of religious education in the United States. 
The Des Moines Sunday School Institute was the first of these 
plans to be put into operation. It has a regular faculty of ap- 
proved instructors under the direction of a city board appointed 
by the Federation of Christian Churches. Its function is three 
fold : first, the study of the Bible ; second, the study of the 
church schools, their function, organization and direction ; third, 
the professional training of teachers. 

COURSES OF STUDY 

Three groups of courses are offered, as follows : 

1. Biblical: a. Old Testament, b. Life of Christ, c. Apos- 
tolic Age, d. The Message of Jesus to Our Modern Life, e. A 
Survey Course in the Bible, f . Social Teachings of Jesus. 

2. Departmental : a. Beginners, b. Primary, c. Junior, d. In- 
termediate, e. Senior, f. Adult, g. Practice Training. 

3. Professional : a. Story Telling, b. Supervision and 
Management, c. The Modern Sunday School in Principle and 
Practice, d. Psychology, e. Principles of Religious Education. 

REQUIREMENTS FOR GRADUATION 

A diploma of graduation is issued to students completing 
three years' work in the Institute, provided the following condi- 
tions are fulfilled : 

First. The student must have completed satisfactorily six 
full courses selected from the above groups. 

Second. Xot to exceed two-thirds of the work may be 
elected from any one group of courses. 

Third. Lessons missed may be made up by examination or 
by such other tests as the instructors may require, but no student 
shall be graduated who has not attended four-fifths of all the 
Institute sessions for a period of three years. 

TEACHER TRAINING CLASSES IN LOCAL SUNDAY SCHOOL 

In order that new teachers may have opportunity for train- 
ing, each school must maintain a teacher training class. To 
encourage the establishing of such classes, this Institute ac- 
credits towards the completion of its three-year course one 



year's work done in the local Sunday School, provided the fol- 
lowing conditions are met: 

First. Textbooks and teachers must be approved by this 
Institute. 

Second. The minimum equipment shall be : One set of 
Kent & Madsen maps, or equivalent ; adequate blackboard space ; 
one volume dictionary of the Bible (Hasting's preferred) ; one 
Hurlburt's Biblical Atlas ; ten volumes of reference books suit- 
able to text studied, approved by the Institute. 

Third. A seperate class room must be provided for the 
class. 

Fourth. The recitation period shall be forty minutes in 
duration. 

Fifth. The class shall hold at least 40 weekly sessions. 

Sixth : The class shall not be confused with the workers, 
conference, which deals with the problems of the present school. 
It shall have in mind the interest of the future school. 

Seventh. The entire year's work shall be devoted to one 
line of work. It is recommended that local schools attempt only 
the Biblical instruction, leaving the professional training to the 
Institute classes. 

WEEKLY PROGRAM 

The sessions of the Institute are held each Monday evening, 
beginning at 7:30 and closing at 9:15 o'clock. Two class periods 
and a brief devotional period are provided. 

STATE PLANS 

North Dakota — At the State Education Association of 
North Dakota in 1911, it was proposed that the State Board 
of Education authorize the preparation of a syllabus for indi- 
vidual or group use whereby students outside of regular school 
work could prepare themselves to pass examinations for high 
school credit. The High School Conference of the State ap- 
proved of the plan in 1912 and gave its endorsement to the 
syllabus which had been prepared by a special committee. Some 
of the fundamental principles of the plan are as follows : 

First — Religious instruction, as such, must not enter into the 
the syllabus or examination. 

Second — Every suspicion of sectarianism or of anything 
suggesting it must be avoided. Accordingly no text book except 
the Bible itself shall be prescribed. Any version may be used ; 
The Catholic may use the Douay version ; the Protestant, the 
King James or the Revised Version. 



Third — Parliasanship must be avoided. There must be no 
insistance on any theory of authorship or any system of chro- 
nology. 

Fourth — The work in both Old and New Testaments must 
be preceded by a careful study of Biblical geography. 

Fifth — Attention must be called to the beauty of Biblical 
style by an insistance on the learning of a number of memory 
passages, in the choice of which, however, there shall be large 
latitude. 

Sixth. — The work as a whole must amount to enough to 
occupy ninety hours of recitation besides the time for prepara- 
tion, this being the amount of work usually required in order 
to secure a half-credit in the high schools. 

The State Sunday School Association aided in inaugurating 
the plan by printing the syllabus and arousing interest in the 
work. For the first three years after the inauguration of the 
plan 513 papers were written out of which a total of 448 papers 
passed. Fifty-nine papers were sent in by Roman Catholic 
teachers. 

Concerning this plan Dean Squires of the North Dakota 
State University says that the two greatest difficulties were the 
finding of suitable teachers, and getting boys and girls to do 
serious work. No new legislation was necessary. Practically 
all Christian denominations took part. The courses given were 
Old Testament narrative, Biblical History and Literature and 
Studies in the Life of Christ. 

The following is the list of questions in Biblical History 
and Literature submitted by the State Board of Education, June, 
1915: 

BIBLICAL HISTORY AND LITERATURE 
(One-Half Unit Credit) 

(Answer any ten questions; each has a value of 10 per 
cent. Time, 180 minutes.) 

I. Draw an outline map of Palestine, naming and locating 
by the number the scene of each of the following events: 

(1) The death of Moses. 

(2) The early home of David. 

(3) Solomon's capital. 

(4) The capital of the Kingdom of Israel. 

(5) Elijah's contest with the prophets of Baal. 

(6) The city in which Jesus grew to manhood. 

(7) The river in which Jesus was baptised. 



— 9— 

(8) The sea on which he stilled the storm. 

(9) The city near which Paul saw the vision which 
changed his life. 

(10) The city in which Paul was imprisoned for three 
years. 

II. Tell the stories of the boyhood experiences of the four 
following: Jacob, Joseph, Samuel, David. Confine your ac- 
counts to the boyhood experiences. 

III. Briefly tell the stories of the four following women : 
Jael, Ruth, Jezebel, Esther. 

IV. Tell the story of the book of Job. 

V. Tell the story of the book of Jonah. 

VI. Write a memory passage from the Old Testament, at 
least 150 words in length. 

VII. Describe the five following events in the life of 
Jesus: (1) His visit to the temple when twelve years old; 
(2) His baptism; (3) His temptation; (4) His transfiguration; 
(5) His triumphal entry. 

VIII. Mention ten noteworthy places visited by Paul on 
his missionary journeys, telling briefly on which trip he visited 
the place and what happened there. 

IX. What connection with the life and work of Paul did 
each of the following men have : Agrippa, Barnabas, Felix, 
Festus, John, Mark, Luke, Peter, Silas, Stephen, Timothy. 

X. Name and classify twenty books in the Old Testa- 
ment and twenty books in the New Testament. 

XL Write a memory passage from the New Testament, at 
least 150 words in length. 

XII. Explain the Biblical allusion in each of the following 
quotations : 

(1) "He, who lone in Patmos banished, 
Saw in the sun a mighty angel stand, 

And heard great Babylon's doom pronounced by Heaven's com- 
mand." — Burns. 

(2) "I held it better men should perish one by one 

Than that earth should stand at gaze like Joshua's Sun at 

Ajalon." — Tennyson. 

(3) "The airy hand confusion wrought, 

Wrote, 'Mene, mene,' and divided quite 

The kingdom of her thought." — Tennyson. 

(4) "Lazarus left his charnel-cave 

And home to Mary's house returned." — Tennyson. 

(5) "He changes the self-satisfied Pharisee into the broken-hearted, 

self-abased Publican." — Newman. 

(6) "Known voices are as David's harp 

Bewitching Saul's oppressive woes." — Faber. 

(7-8) "Nor did Israel escape 

The'infection, when their borrowed gold composed 

The calf in Oreb; and the rebel king 

Doubled that sin in Bethel and in Dan." — Milton. 



—10— 

(9) "On him baptized 

Heaven opened, and in likeness of a dove 

The spirit descended." — Milton. 

(10) "So Lycidas sunk low, but mounted high, 

Through the dear might of Him that walked the waves." 

—Milton. 

Colorado Plan — The "Greeley Plan." inaugurated by a joint 
committee of students, faculty and local church leaders at the 
home of the Colorado State Normal School, served to awaken 
state wide interest in Bible Study. An attempt to modify it so 
that all of the high schools of the state might be served was 
made in 1911. It was discussed by the Educational Council and 
finally was brought before the General Association in 1913. The 
plan adopted provides for a four year elective course of study, 
the classes to be held in the several churches, preferably at the 
regular Sunday School hour. The church school must provide 
the class with a separate room, free from confusions, with black- 
board, maps, Bible dictionary, reference books and all equip- 
ment necessary to make such work efficient. 

The plan in Colorado prescribes the standards of the Xorth 
Central Association of Colleges and Secondary Schools, viz.. a 
forty-five minute recitation period exclusive of class interrup- 
tion ; one hour of preparation upon each lesson ; teachers must 
possess acknowledged, merit and be the possessor a standard 
degree ; in estimating the work done by the pupil the recitations 
and either note book or special assignment shall count as one- 
half, and the examination or thesis required by the state exam- 
iner shall count as one-half, the passing grade being the same 
as the local high school. 

A joint State committee of examiners is provided, com- 
posed of representatives of the committee on Bible Study for 
high school from the State Teachers Association and a similar 
committee from the State Sunday School Association. Its func- 
tion is to have general charge of bible study for academic credit, 
the adoption of a course of study, prescription of rules, the sub- 
mission of questions and the grading of papers. Each student 
applying 1 for credit pays a fee of twenty-five cents. All papers, 
notebooks, endorsements and recommendations are presented to 
the examiners without reference to the name or location of his 
church connection. The plan has wonderfully stimulated Bible 
Study and is highly satisfactory, especially in the larger cities. 

Kansas Plan — In the Fall of 1914 the Kansas State Teach- 
ers' Association adopted the following resolution : "We wish to 
commend the giving of high school credit for the Study of the 
Bible outside of the school under competent teachers, and to 
promote and standardize such work, we recommend the appoint- 
ment of a committee of five from this association." 



—11— 

This committee was appointed and is making its plans. The 
following statement is of interest as it gives the details of the 
administration of Bible Study for credit with high school stud- 
ents. The quotation is from the circular issued to the Topeka, 
Kansas, high school students. 

"Credit toward graduation from high school will be allowed 
for Bible study under the following conditions : 

1. The work offered for credit must have been taken 
either in the Bible study course offered by the Topeka Training 
School for Sunday School Workers, or with an approved teacher 
working in some Sunday School, or in the Young Women's 
Christian Association or the Young Men's Christian Associa- 
tion. Work successfully carried on in either of the courses 
announced upon pages 15 and 16 of the catalogue for 1914-1915 
of the Topeka Training School for Sunday School Workers 
may be offered for credit. Other alternate equivalent courses, 
if such are proposed, will be considered, but thus far only those 
announced in the Training School catalogue have been suggested. 

The Executive Committee of the Topeka Training School 
for Sunday School Workers will pass upon the qualifications 
of teachers who may be assigned to teach Bible Study courses 
which are intended to qualify high school students to offer the 
same for credit. The teachers of these Bible Study classes shall 
conform approximately to the recognized standard for high 
school teachers, namely : Minimum scholastic attainment of 
high school teachers shall be equivalent to graduation from a 
college belonging to the North Central Association of Colleges 
and Secondary Schools. 

2. Only pupils eligible to membership in the high school 
should be enrolled in these Bible Study classes. Such pupils 
should conform to the high school standards concerning attend- 
ance, deportment, general attitude, and character of work done. 
Any high school student wishing to offer Bible Study work 
which he has done for credit toward graduation shall file a 
certificate (blanks will be provided for this purpose and may 
be secured of the high school principal) signed by the teacher 
with whom he has done this work, indicating the number and 
length of the lessons taken and the amount of time required in 
the preparation of each lesson and such other information as 
may be asked. This statement shall also evidence the scope 
of the work covered in the time certified. This certificate shall 
be countersigned by the superintendent of the Sunday School 
in which the instruction is given and also by the pastor of the 
church. 

3. Upon the basis of the work covered by those asking 
for credit, an examination will be arranged, the same to be 



—12— 

conducted by a disinterested, competent student of the Bible, 
by which to test the thoroughness of the student's master}* of 
the work offered for credit. Only those students will be ad- 
mitted to the examination whose signed credentials, notebooks, 
and other evidences required are such as would entitle them to 
credit, provided the examination is successfully passed. It is 
estimated that the courses outlined in the catalogue referred to 
above would require a semester and a half of work in a high 
school, the classes meeting daily for a total of one hundred and 
thirty- five days. Such work in other subjects in high school 
would entitle the student carrying it successfully, to one and 
one-half credits toward graduation. This amount of credit will 
be given to students carrying these courses satisfactorily as 
specified. Since such classes will meet normally but once per 
week, three years will be required to complete this course in 
Bible Study. Students carrying these courses should present 
their credentials for credit on Tuesday of the last week the 
high school is in session. Only those students who present evi- 
dence of sufficient work to entitle them to a half credit should 
ask for credit. Xo student whose record does not show that 
he has been in attendance upon at least forty class recitations 
need present any credentials for credit. 

4. The following standards should be observed by teachers 
giving this course in Bible Study. 

(1) A classroom where uninterrupted, thoughtful teach- 
ing may be expected must be provided. 

(2) The recitation hour must be forty to forty-five min- 
utes in length. 

(3) The room should be properly lighted, heated, and 
ventilated, and should be equipped with a blackboard. 

(4) The student should have access to the following refer- 
ence books, or their equivalent : 

Hastings' One- Volume Bible Dictionary ($5.00). 
Standard Bible Dictionary, published by Funk 8z Wagnalls. 
Authors, Jacobus, Xourse, and Zenos ($6.00). 
Young's Analytical Concordance ($5.00). 
History of the Hebrews, by Frank K. Sanders ($1.25). 
Ottley''s Short History of 'the Hebrew People ($1.25). 
Holy Land in Geography, by MacCowan (50c). 

5. They should also have the use of Kent & Madsen's His- 
torical Maps for Bible Classes, or the equivalent of the same. 

6. It is suggested that each student use the following S 1 /*- 
inch by 8-inch maps in his notebook work : 

Ancient World. 

Journeyings of Children of Israel. 
Canaan as Divided among Twelve Tribes. 
Kingdoms of Israel and Judah. 



—13— 

Empire of David and Solomon. 

Journeyings of Jesus in the Holy Land. 

Journeyings of St. Paul. 

Jerusalem in the Time of the Gospels. 

Outline Map of Palestine." 

By resolution of the Board of Education of Topeka, high 
school students may receive not to exceed a total of three credits 
toward graduation for work done outside of the high school ; 
not more than two credits may be in any one subject. Catholic 
students who have had religious instruction as a part of their 
daily lessons, have heretofore been unable to receive credit for 
such work, even when coming from Catholic high schools. A 
year ago there were eight teachers conducting Bible courses in 
Topeka and over a hundred students enrolled therein. 

Indiana Plan, et. al. — In January, 1914, the Indiana State 
Board of Education officially adopted a plan based upon the 
North Dakota and Colorado state plans. It allows school boards 
to give high school credits for Bible Study pursued outside of 
high school. The State of Washington took similar action. 
Oklahoma has appointed a committee consisting of the heads of 
the state normal schools to formulate a plan. 

RESUME 

It will thus be seen that in the matter of plans there is a 
lack of uniformity, varying from few regulations to standard 
regulations ; from local initiation to state promotion. As to 
manner of granting credit there is no uniformity. City schools 
grant credit through local school regulations. North Dakota 
grants credit solely through examination, while other states pre- 
scribe teacher qualifications, et cetera, with examinations. As 
the matter of the place for Bible Study, the standardization of 
courses and the methods of accreditization are before two com- 
mittees of national associations it will be seen that the whole 
matter is in an evolutionary state. 

RECOMMENDATION— A TENTATIVE WORKING PLAN 

Your Committee does not believe it would be wise to rec- 
ommend for Iowa any single system of granting credit for Bible 
Study now in operation elsewhere. Our conditions are some- 
what different from those found in other states, and our edu- 
cational organization is peculiar. It is probable, also that any 
plan which might be regarded as satisfactory at present would 
prove inadequate shortly. Various bodies are working on the 
entire problem. Courses in Bible Study are likely to be defined 
with as much professional skill and exactness as are courses in 
history and language. With such definitions will come methods 
of administration suited to American conditions, bringing about 



a reasonable unity through the modification and adaptation of 
the various tentative plans now in operation. 

In view of the situation and deeming it desirable that Bible 
Study be given early recognition in this state your Committee 
recommends a working plan which is frankly tentative and in- 
tended to serve only until a more complete and satisfactory 
method is found. 

1. The President of the State Teachers' Association shall 
appoint a committee of three well-known educators of this state 
who are recognized as proficient in Bible history or Bible litera- 
ture, and one of whom is a teacher in a Roman Catholic College, 
Academy or high school and an adherent of the Roman Catholic 
faith. 

This committee shall be known as the Bible Study Com- 
mittee of the State Teachers' Association; it shall serve for one 
year and members shall be eligible for reappointment. Neces- 
sary expenses for not more than two meetings annually shall 
be paid from the treasury of the Association. From the same 
source shall be paid the cost of printing and circulating such 
syllabi, outlines, and lists of examination questions as may be 
authorized by the Association. The. committee shall report an- 
nually to the Educational Council or to such other body of 
the State Teachers' Association as the Association shall desig- 
nate. It shall represent the Association in such activities in 
connection with Bible Study as the Association shall see fit to 
develop, and it shall make such suggestions and recommenda- 
tions as it shall deem expedient as the work proceeds. 

This committee shall draw up syllabi for not to exceed 
four half-unit courses in Bible history and literature, basing such 
syllabi upon outlines already offered in other states for credit 
courses in Bible Study and found generally acceptable by the 
various religious organizations. After courses thus outlined have 
been approved as courses of standard secondary grade by the 
Board on Secondary School Relations of the Iowa State Board 
of Education, they shall be offered to the secondary schools, 
Bible schools, and churches of the State according to the fol- 
lowing plan: 

(a) Any regularly organized secondary school desiring to 
follow the syllabi in giving regular courses in Bible Study may 
do so, granting credit in the usual way. 

(b) It is recommended that accredited secondary schools 
grant credit not to exceed two units in amount for Bible Stud}' 
based upon these syllabi, when accomplished bv their regular 
students in courses outside the secondary school, provided the 
Sunday School, church, or other organization desiring to offer 
such courses for credit shall meet the standards demanded of 



—15— 

accredited schools by the Iowa State Board of Education in 
regard to qualifications of teachers, library equipment for this 
subject, length of recitation periods, and definition of a unit. 
It is recommended that no credit be granted for work done in 
this way unless the conditions under which such work is car- 
ried forward have been approved by an Inspector of the Iowa 
State Board of Education. 

(c) It is further recommended that credit not to exceed a 
total of two units and not to exceed one-half unit for any one 
student in any one year, be granted for work not done under 
conditions approved as specified in (b), provided the appli- 
cant for credit, a regular student in the secondary school in 
which credit is sought, gives evidence by examination as here- 
inafter provided, of proficiency in the history and literature of 
the Bible. 

Not later than May first of each year, the committee on 
Bible Study of the Iowa State Teachers' Association shall sub- 
mit to the Inspector of Schools of the Iowa State Board of 
Education, lists of examination questions covering the half-unit 
courses which may be in use in the state in that year. If any 
accredited secondary school desires to give its students oppor- 
tunity to receive credit for work in Bible Study not done under 
conditions approved as provided in (b), it may apply to the 
Inspector of the State Board of Education for the proper list 
or lists of examination questions and may conduct examinations 
for credit in Bible Study on the day set by the Inspector for the 
uniform college entrance examination of graduates of unac- 
credited schools, and under the conditions fixed for such exami- 
nation. But the papers shall be read under the direction of the 
principal of the school in which credit is sought and credit 
granted or withheld as the results of the examination may 
warrant. 

Arthur E. Bennett, Des Moines, Chairman. 

C. F. Pye, Waukon. 

D. M. Gorman, Dubuque. 
W. W. Gist, Cedar Falls. 

F. E. Fuller, Orange City. 

W. S. Athearn, Des Moines. 

Minnie J. Coate, Algona. 

D. M. Kelly, Webster Citv. 

Esther H. Swenumson, New Hampton. 

W. E. Parsons, Fairfield. 

J. C. McGlade, Cedar Falls. 

F. C. Ensign, Iowa City. 

Rose Adelman, Des Moines. 

W. H. Blakely, Fort Dodee. 

Pearl De Jarnette, Des Moines. 



LIBRARY OF CONGRESS 



021 327 693 1 



—16— 



BIBLE STUDY— SCHOOL CREDIT 

Bibliography 

Academic Credit for Bible Study. Associate Teacher, 15: 5, April 1914 
Accredited Bible study. Religious education, 9: 306-7, June, 1914. 

North Dakota Plan 

Bible in school. Colorado School Journal, 29: 20 March 1914 

Bible Study and the Indiana High School. Educator Journal, 15: 86-89 
October, 1914. 

Brown S.W.— The Secularization of American Education, Teachers 
College, New York. 

Caranhan, W. H.— Bible Study in Fritchton High School. Educator 
Journal, 15: 510-12, June, 1915. 

Church, M. M.— Accredited Bible-study. Biblical world 46- 45 51 
July, 1915. 

Coe, Geo. A. — A general view of the movement for correlating re- 
ligious education with public education, et al, Religious Educa- 
tion, 11: 109, April 4, 1916. 

Crafts, Wilbur— The Bible in School Plans, Washington, D. C. 

Credit for Bible study. Journal of Education, 81: 516, May 13, 1915. 

Cross, Ethan Allen— Bible Study in State Colleges and High Schools: 
a Way Out. American Journal of Sociology, 20: 700-705, March, 

The Greeley, Colorado, Plan 

Elliff, J. D. High School Credit for Bible Study in Sunday School. 
Missouri School Journal, 32: 16-19, January, 1915. 

Ferrest, W. M. — Correlated and Accredited Bible Study. Alumni bul- 
letin of the University of Virginia, 8: 

Forward, DeWitt D. — Credits for the Colorado State Normal School 
Bible Students. Religious Education, 6: 135-37, April, 1911. 

High School Credit for Bible Study. Biblical World, 4: 345-46, May, 
1913. 

Kelly, Robert L.— The Bible as Outside High School Work. Educator 
Journal, 14: 213-19, December, 1913. 

Lewis, W. O. — Shall Biblical Studies have College Credit? In Missouri 
State Teachers' Association. Proceedings, 1913, p. 194. 

Lynch, Laura Virginia — Teaching the Bible in a High School. The 
Lakewood, Ohio, plan. Religious Education, 10; 256-59, June, 
1915. 

The new course in Bible study for Indiana high schools — plan, pur- 
pose and best way to introduce it. Educator Journal. 16: 23-26, 
September, 1915. 

Rickert, E. L. — Bible study for Indiana high school pupils. Educator 
Journal, 16: 104-105, October, 1915. 

Outlines the Plan of Study 

Riley, A., Sadler, M. E., Jackson, M. A., The Religious Question iri 
Public Education, Longmans, New York. 

Snow, Walter A. — "High school credit for Bible study" a paper read 
at the fifty-third annual convention of the Michigan state Sunday 
School Association, 1913. (Benton Harbor, Mich., 1913— (4) p. 40. 

Squires, Vernon P. — The North Dakota plan of high school Bible 
study. Religious education, 8: 225-31, June, 1913. 

State board of education approves plan of Bible study for Indiana 
high schools. Educator Journal, 15: 356-57, March, 1915. 

Wilson, H. B.— High School Credits for Bible Study in Kansas. Re- 
ligious Education, 10: 574-78, December, 1915. 



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